Justice, Power, and Activism: What the Goldman Environmental Prize Winners Teach Us About Resilience and Democracy
Jason Lambacher, University of Washington-Tacoma Campus
This activity is a set of student-centered exercises that enable students to learn about the individual stories of Goldman environmental prize winners, the activism and organizing that grounds their work, and the underlying political and social contexts from which their struggles emerge. The lesson inspires critical reflection about justice, power, and democracy in green politics, and encourages ways to make personal connections to activism and environmental work.

Blogging about Nature and Politics: A Weekly Journal Activity for Building Resilient and Active Students
David Spataro, Bellevue Community College

Afghan Poppies, Climate Change and War: Thinking Systemically About Us and Them
Karen Litfin, University of Washington-Seattle Campus
This contemplative practice inquires into the complex web of interdependencies linking global climate change, the War on Terror, Afghan poppy production, opiate addiction, and food security through the lens of systems theory. The exercise challenges students to consider these linkages not only conceptually but also somatically and emotionally.

Contemplative Inquiry on Climate Change: Playing with Perspectives
Abigail Lynam, Fielding Graduate University
Hour long contemplative exercise to explore the psychological, emotional and spiritual dimensions of learning about climate change. Guided perspective-taking exercise in small groups of 3-4 students, with discussion and reflective writing.

Group Dialogue – Promise and Peril of the Past and the Future
Abigail Lynam, Fielding Graduate University
This 1 to 1.5 hour group dialogue offers an exploration of the different ways we respond to learning about climate change. It guides reflection on students' thoughts and feelings (hope and despair), how they view the current moment, the past and the future with regard to human/nature relationships and how to create positive lasting change.

We're Screwed!
Michael C. Kalton, University of Washington
This course is designed to address the interlocked problems of unwillingness to confront the dimensions of the environmental crisis and the feelings of helplessness and despair that often accompany perceiving the gravity of the situation.

Slight of Hand: Egoism and the Tragedy of the Commons
Ty Barnes, Green River Community College
Students are introduced to a theory in the Normative Ethics of Behavior (NEB) known as Hedonic Ethical Egoism. They will learn to present and explain the "Invisible Hand Argument for Hedonic Ethical Egoism" shown to depend on the following assumption: that the community as a whole is better off if everyone acts selfishly. This assumption is false as the "Tragedy of the Commons" will show.

Teaching about Teaching Sustainability
David Shapiro, Cascadia Community College
This course combines an in-class activity and a service-learning option. Students familiarize themselves with the dynamic behind a particular kind of human induced environmental challenge and then develop a lesson plan to teach the dynamic to younger students in a classroom setting.